Interview Questions on the Low Student Graduation Rates at Glendale Community College

INTERVIEW QUESTIONS 1

Low Graduation Rates at Glendale Community College: Interview Questions

Central Research Question

How can the problem of low graduation rates among black (non-Hispanic) students at Glendale Community College be addressed?

Interview Questions

1. In your view, what are some of the challenges students face at Glendale Community College that could prevent them from completing their courses and graduating in time?

Studies have shown that students’ retention in institutions of higher learning is influenced by a range of personal and institutional factors. According to Kennedy & Wilson-Jones (2019), a student is more likely to complete their course if they have access to supportive faculty and university personnel, are actively involved in students’ activities in campus, and if they have access to campus resources such as honors programs, disability services, and tutoring programs. The authors also found that availability of financial aid, helpful customer service, and supplemental instruction programs enhanced academic progression and retention among college students (Kennedy & Wilson, 2019). The study found that male students’ retention was particularly influenced by access to male initiatives such as culture field trips and off and on- campus community service activities (Kennedy & Wilson, 2019). Another study by Kurland and Siegel (2020) showed that students were more likely to complete their college studies if they shared strong attachments with their parents and professors.

This question seeks to find out the specific challenges that prevent students at Glendale College from complete their courses in time. The challenges that prevent students from graduating may vary from college to college due to differences in institutional cultures, infrastructure, and geographical location. By asking this question, the researcher seeks to obtain a clear picture of campus life at Glendale College and how these influence students’ satisfaction. Kennedy and Wilson (2019) found a positive correlation between student satisfaction and retention. Thus, understanding the unique challenges that students at Glendale face will be crucial in informing an effective student retention program for the institution.

2. What are some of the programs or initiatives that Glendale College implements to help students achieve academic progression and complete their courses?

Studies have shown that support programs targeting at-risk minority students could help engender their persistence and give them the resilience to effectively navigate college (Brooms, 2018). The support initiatives adopt different designs, but they all seek to foster students’ persistence in college. The Black Male Initiative Program at the University of Cincinnati is one of the most widely-publicized support programs for African American male students (Brooms, 2018). The program aims at creating a brotherhood for new students by showing them around, engaging them in campus activities, offering them help in academics, and providing other forms of support such as helping them develop their resumes (Brooms, 2018). The program enhances the students’ sense of belonging and makes them better-placed to navigate the challenges of college. Another widely-publicized program is Ohio State University’s Young Scholars Program, which supports college students through financial aid, academic mentoring and coaching, career exploration, and college advising as a means of pre-college preparation.

This question seeks to assess students’ knowledge about existing support programs in Glendale. By asking this question, the researcher seeks to realize two objectives. First, they seek to determine whether any support programs exist at Glendale College to help students complete their courses. Secondly, they seek to know whether Glendale College students are aware that such programs exist, how much they use them, and what challenge they face in accessing the same.

3. In your view, what are some of the ways in which these programs or interventions assist students navigate the challenges of college?

Research has found student retention interventions to be effective in creating persistence among minority college students if they demonstrate certain key features. First, they need to create a sense of belonging and make the students feel like part of the college environment (Patterson et al., 2019). According to Patterson et al. (2019), when a certain group of students do not feel like they belong to the college environment, they could develop alienation and oppositional behaviors such as creating identities that oppose the dominant institutional culture. This makes them less likely to students to persist in school (Patterson et al., 2019). Secondly, the interventions need to provide sufficient financial aid, particularly for students from disadvantaged backgrounds (Patterson et al., 2019). Finally, the intervention needs to have sufficient faculty and institutional support so as to foster effective teacher-student interactions (Patterson et al., 2019). Minority students are more likely to be committed to the institution if they perceive that the institution is committed to them (Patterson et al., 2019).